Noting that handwriting is a subskill that often becomes an instructional end rather than a means to enhance written communication, this paper examines research on handwriting and its implications for instruction. Following an introduction on the current status of handwriting instruction, the paper summarizes research on handwriting legibility, fluency, and self-evaluation. Then the paper touches briefly on additional concerns that have appeared in the research, including the manuscript versus cursive script debate, and the writing implements--pens, paper, grip, and position. Implications for instruction are then discussed, in the areas of readiness, handwriting styles, instructional strategies, left-handed writers, remediation, and applications of technology. The paper concludes by noting that teachers need more training in handwriting instruction and that teacher attitude has a significant impact on developing a positive disposition toward legible, fluent handwriting. An annotated bibliography directed to the classroom teacher is included. (HTH)